First-generation undergraduate students and the impacts of the first year of college: Additional evidence
Journal of College Student Development
Co-Curricular Assessment and Research, Northern Kentucky University, Division of Student Affairs, UC330-A Nunn Drive, Highland Heights, KY 41076, United States; United States Agency for International Development(USAID), Tanzania; Mary Louise Petersen Chair in Higher Education, The University of Iowa, United States
Using longitudinal data from the Wabash National Study of Liberal Arts Education, our findings suggest that first-generation students are at a significant disadvantage across cognitive and psychosocial outcomes compared to students whose parents have at least some postsecondary education. Furthermore, we tested for the conditional effects of good practices on firstyear outcomes and found that effects of good practices on both cognitive and psychosocial outcomes differed in magnitude, and sometimes in direction, for first-generation versus non-firstgeneration students.